This note explores the efficacy and drawbacks of moving from visual to symbolic in the teaching of school mathematics. It stems from the author’s experience working with prospective teachers in different mathematical education courses. In particular, the note demonstrates how the appropriate use of computing technology can overcome possible pitfalls associated with an uncritical use of computer-generated images of mathematical concepts. The importance of conceptual perspective on visual representations and the teacher’s role in helping students to develop such perspective are emphasized.